The document provides guidance on formulating a research question. It discusses identifying a research problem or opportunity and determining the unit of analysis. It also covers translating the research problem into a research question and formulating a hypothesis to be tested. Well-formulated research questions are answerable, specific, measurable, and linked to a theoretical framework. The goal is to develop a question that will focus the research and facilitate subsequent steps in the research process.
Research question, criteria, formulation, and relation to research designs.Tarek Tawfik Amin
Research question, research problems, sources of research questions, formulation, relation to the type of designs, criteria, testing novelty and originality
The document outlines the key components of writing a research protocol, including defining research, the purpose of a protocol, and the typical parts of a protocol. It discusses that a protocol should clarify the research question, compile existing knowledge, form a hypothesis and objectives. The typical parts are an introduction with the problem and background, methodology covering the research design and data collection/analysis, and ethical considerations. It provides guidance on writing each section, such as making the introduction concise and specific, clearly linking objectives to the research problem, and describing the study design and statistical analysis plan in the methodology.
This document outlines the key steps in the research methodology process. It defines research as a systematic effort to gain new knowledge. The main steps include: reviewing existing literature, identifying problems, setting objectives and hypotheses, planning the methodology, executing the research, analyzing data, drawing inferences, and disseminating findings. It also discusses defining the research problem precisely, formulating objectives, conducting a literature review to learn from past studies, and concluding the research by summarizing the findings and their significance.
This document discusses research methodology and design. It outlines the process of empirical research, which involves developing research hypotheses based on observations or curiosity, defining the research problem and objectives, designing a sampling method, collecting and coding data, analyzing the data, and refining theories. It also defines variance as a measure of how dispersed or spread out a set of scores are from each other. The research design is the overall plan and strategy for an investigation that aims to answer research questions and control variance, according to definitions provided.
This document provides an overview of research methodology. It discusses the concept of research and defines it as an organized set of activities to study and solve realistic problems supported by literature and data. The document outlines different types of research, including exploratory, conclusive, modeling, and algorithmic research. It also discusses research objectives such as gaining new insights, determining frequencies, understanding social behaviors, and testing hypotheses. The document provides examples of factors that can impact consumer demand and the objective of identifying optimal production levels. It introduces key concepts like research methodology, meaning of research, and objectives of research.
This document discusses selecting and defining a research problem. It explains that a research problem needs to be clearly defined and operationalized using measurable variables. The selection process involves evaluating potential problems based on criteria like the researcher's background and available resources. Problems should be novel, solve a current issue, and allow further research. The document provides guidance on refining broad topics into narrow, specific research problems suitable for different research methods like historical, descriptive or experimental studies.
The document discusses several key issues regarding ethics in research:
- Research is not objective and researchers must recognize how their own biases and worldviews can influence the research process. They must actively manage power dynamics and potential biases.
- Researchers have a responsibility for the production of knowledge and must ensure accurate reporting of results, obtaining informed consent, protecting confidentiality of participants, and avoiding harm.
- Important considerations include recognizing one's own position and identity, being aware of dichotomization and power differentials, and understanding how language and cultural worldviews can impact research. Overall researchers must balance responsibilities to knowledge production with minimizing harm or abuse of participants.
The document provides guidance on formulating a research question. It discusses identifying a research problem or opportunity and determining the unit of analysis. It also covers translating the research problem into a research question and formulating a hypothesis to be tested. Well-formulated research questions are answerable, specific, measurable, and linked to a theoretical framework. The goal is to develop a question that will focus the research and facilitate subsequent steps in the research process.
Research question, criteria, formulation, and relation to research designs.Tarek Tawfik Amin
Research question, research problems, sources of research questions, formulation, relation to the type of designs, criteria, testing novelty and originality
The document outlines the key components of writing a research protocol, including defining research, the purpose of a protocol, and the typical parts of a protocol. It discusses that a protocol should clarify the research question, compile existing knowledge, form a hypothesis and objectives. The typical parts are an introduction with the problem and background, methodology covering the research design and data collection/analysis, and ethical considerations. It provides guidance on writing each section, such as making the introduction concise and specific, clearly linking objectives to the research problem, and describing the study design and statistical analysis plan in the methodology.
This document outlines the key steps in the research methodology process. It defines research as a systematic effort to gain new knowledge. The main steps include: reviewing existing literature, identifying problems, setting objectives and hypotheses, planning the methodology, executing the research, analyzing data, drawing inferences, and disseminating findings. It also discusses defining the research problem precisely, formulating objectives, conducting a literature review to learn from past studies, and concluding the research by summarizing the findings and their significance.
This document discusses research methodology and design. It outlines the process of empirical research, which involves developing research hypotheses based on observations or curiosity, defining the research problem and objectives, designing a sampling method, collecting and coding data, analyzing the data, and refining theories. It also defines variance as a measure of how dispersed or spread out a set of scores are from each other. The research design is the overall plan and strategy for an investigation that aims to answer research questions and control variance, according to definitions provided.
This document provides an overview of research methodology. It discusses the concept of research and defines it as an organized set of activities to study and solve realistic problems supported by literature and data. The document outlines different types of research, including exploratory, conclusive, modeling, and algorithmic research. It also discusses research objectives such as gaining new insights, determining frequencies, understanding social behaviors, and testing hypotheses. The document provides examples of factors that can impact consumer demand and the objective of identifying optimal production levels. It introduces key concepts like research methodology, meaning of research, and objectives of research.
This document discusses selecting and defining a research problem. It explains that a research problem needs to be clearly defined and operationalized using measurable variables. The selection process involves evaluating potential problems based on criteria like the researcher's background and available resources. Problems should be novel, solve a current issue, and allow further research. The document provides guidance on refining broad topics into narrow, specific research problems suitable for different research methods like historical, descriptive or experimental studies.
The document discusses several key issues regarding ethics in research:
- Research is not objective and researchers must recognize how their own biases and worldviews can influence the research process. They must actively manage power dynamics and potential biases.
- Researchers have a responsibility for the production of knowledge and must ensure accurate reporting of results, obtaining informed consent, protecting confidentiality of participants, and avoiding harm.
- Important considerations include recognizing one's own position and identity, being aware of dichotomization and power differentials, and understanding how language and cultural worldviews can impact research. Overall researchers must balance responsibilities to knowledge production with minimizing harm or abuse of participants.
The document discusses various aspects of research methodology including defining the research problem, reviewing literature, and formulating hypotheses. It provides details on:
1) Defining the research problem involves identifying and selecting a problem and then precisely formulating it.
2) Reviewing literature helps gain background knowledge and identify relationships between concepts to form hypotheses. Literature is recorded systematically.
3) A hypothesis is a testable statement about the relationship between variables. It predicts the influence of independent variables on dependent variables.
The document discusses different study designs used in research including observational studies like cross-sectional studies, case-control studies, and cohort studies as well as experimental studies like clinical trials. It provides details on key aspects of each design such as whether they involve an intervention, the temporal sequence of exposure and outcome measurement, and sampling approaches. Examples are given of when each particular design would be most appropriate based on factors like disease prevalence and the aim of investigating risk factors, outcomes, or the effect of an intervention over time.
This document discusses key aspects to consider when developing a research question, including ensuring the research is feasible, interesting, novel, ethical, and relevant. It outlines three main types of research questions: descriptive, comparative, and relationship-based. Descriptive questions aim to describe variables, comparative questions examine differences between groups, and relationship questions look at associations between variables. Several examples are provided for each type of research question. The document also discusses turning a research question into a testable hypothesis and references additional resources on forming high-quality research questions.
This document provides an overview of research methodology. It discusses what research is, different types of research including quantitative, qualitative, descriptive, and longitudinal research. It also outlines the research process and covers topics such as research questions, hypotheses, data collection methods, analysis, and reporting. Research is defined as a systematic and organized way to find answers to questions. It is considered a more valid basis of knowledge than alternatives like authority, tradition, or personal experiences.
This document discusses formulating the research problem in research methodology. It defines a research problem as a perceived gap between what is and what should be. The key points covered include:
- Identifying sources of research problems such as people, problems, programs, and phenomena.
- Considering factors like relevance, expertise, and ethics when selecting a research problem.
- Outlining the steps to formulate a research problem such as identifying the broad field and raising questions.
- The importance of formulating clear research objectives and operational definitions to focus the study.
This document provides guidance on selecting a research topic. It outlines an ideal research cycle and notes that the process is iterative. Key elements for developing a topic are interest, scope, time constraints, clarity, and following assignment directions. Steps to refining a topic include background reading for an overview, narrowing or adapting the topic based on available information, retrospective research for historical context, and contemporary research for current issues. A sample topic selection process demonstrates these steps by developing a topic on barriers to using mobile apps for remote disease monitoring.
1. A meta-analysis systematically combines data from multiple studies to identify patterns among study results, increase statistical power, and resolve uncertainties in areas where individual studies may be too narrow.
2. Key steps include defining the question, reviewing literature and extracting data, computing effect sizes, determining average effect sizes and confidence intervals, and looking for associations that may explain variability among studies.
3. Factors like study quality and publication bias must be considered, as missing or unpublished studies could change conclusions. Meta-analyses aim to synthesize evidence from diverse studies and elucidate general patterns.
Problem (how to form good research question)metalkid132
The document discusses how to form a good research question. It outlines the importance of having a well-defined research question and lists characteristics of effective questions such as being answerable, specific, and building on previous research. The document also provides guidance on developing a research question by selecting a topic and issue and determining if a topic can be researched. It describes how to transform a research question into testable hypotheses and common mistakes to avoid such as questions being too broad, subjective, controversial, familiar, or technical.
Dr. Sarika Sawant presented on research ethics at a seminar. She discussed the definition of research ethics as regulating scientific activity to protect human participants and serve societal interests. She covered objectives like ensuring consent and oversight. Issues discussed included plagiarism, data handling, and research with humans and animals. National guidelines in India were also presented, as well as UNESCO's ethical guidelines focusing on informed consent, confidentiality, and integrity.
The document provides an overview of quantitative research methodology. It discusses key concepts including population, sampling, samples, and qualitative scales. Specifically, it defines population as any complete group with at least one characteristic in common. It explains that sampling is used to select a subset of a population for a study. The document also outlines different types of measurement scales in quantitative research including nominal, ordinal, interval, and ratio scales.
Any question that we want answered and any assumption or assertion that we want to challenge or investigate can become a research problem or a research topic for our study
This document discusses the structure and purpose of a thesis or dissertation. It begins by defining a thesis as a document submitted in support of a degree that presents original research and findings. It then outlines the typical sections of a thesis, including an introduction describing the problem and previous work, methods, results, discussion, and conclusions sections. It notes that a thesis allows students to apply their learning by working on a technical problem and documenting their process and findings. The document also compares theses to dissertations, noting dissertations are typically longer and must contribute something new to the field while theses demonstrate analytical skills and critical thinking within a topic.
This document provides an overview of qualitative research. It discusses the history and characteristics of qualitative research, including that it seeks to understand perspectives from local populations. The document outlines various qualitative methods like case studies, ethnography, and grounded theory. It also discusses issues in qualitative research such as gaining entry, selecting participants, and enhancing validity. Strategies to reduce bias like triangulation and examining outliers are presented.
The document provides guidance on selecting a research topic, including brainstorming ideas, choosing a manageable topic, defining the topic as a focused research question, and formulating a thesis statement. Some key steps are brainstorming topics based on personal interests or current events, reading background information to identify keywords, focusing the topic by limiting its scope, and researching the topic to answer the research question. The goal is to select a topic that can be thoroughly researched within the assigned parameters.
Presentation on the characteristic of scientific research 1Junesh Acharya
The document discusses scientific research. It defines research as the systematic analysis and recording of controlled observations that can lead to generalizations and theories. Scientific research has several key characteristics: it pursues truth through logical consideration, is objective and replicable, reliable and valid, rigorous, and testable/generalizable. The research process involves realizing a problem, formulating a hypothesis, designing a study, collecting and analyzing data, and generalizing findings. Overall, scientific research uses scientific methods and tools to systematically study and explain variables in an objective, replicable manner.
This document discusses research design. It defines research design as the planned sequence of the entire research process, including the framework of methods chosen. A good research design includes accurate purpose and methodology statements, appropriate settings and techniques for data collection and analysis, and consideration of timeline and measurements. Key aspects of research design include type of data needed, participants, variables or research questions, and data analysis methods. Choosing a research design requires considering priorities, practicalities, and the type of primary or secondary, qualitative or quantitative data required, as well as how that data will be collected and analyzed.
Hypothesis types, formulation, and testingAneesa Ch
This document defines and describes different types of hypotheses used in quantitative research. It begins by defining a hypothesis as a prediction about the relationship between variables. There are two main types of hypotheses: the null hypothesis, which predicts no relationship, and the alternative hypothesis, which predicts a relationship. The alternative can be directional, specifying an expected direction of the relationship, or non-directional. For a hypothesis to be testable and useful for experimentation, it must be possible to prove it true or false and the results must be reproducible. The process of hypothesis testing involves stating the hypotheses, developing a test plan, analyzing data according to the plan, and rejecting or supporting the null hypothesis based on results.
Developing a Systematic Review Topic and Research Question - Dr Buna BhandariACSRM
The document provides guidance on developing research questions for systematic reviews. It discusses identifying gaps in existing literature, generating topic ideas, and developing focused questions using frameworks like PICO. Key points include:
- Systematic reviews aim to summarize all evidence on a research question in a transparent, replicable manner.
- Developing a clear, answerable research question is the foundation for any systematic review.
- Potential topics can come from reviewing literature, expertise, or consulting experts. Gaps in existing knowledge should be identified.
- Questions should be feasible, interesting, novel, ethical, and relevant. Frameworks like PICO can help formulate focused questions.
This document provides guidance on developing a research protocol as a resident. It discusses identifying a research problem, formulating a hypothesis and research question, reviewing study designs, developing methodology, and addressing ethical considerations. Key elements of a protocol include the research question, study design, population, sample size calculations, data collection methods, management and analysis plans, and discussing strengths/limitations. The protocol establishes the framework and justification for a research study.
The document discusses various aspects of research methodology including defining the research problem, reviewing literature, and formulating hypotheses. It provides details on:
1) Defining the research problem involves identifying and selecting a problem and then precisely formulating it.
2) Reviewing literature helps gain background knowledge and identify relationships between concepts to form hypotheses. Literature is recorded systematically.
3) A hypothesis is a testable statement about the relationship between variables. It predicts the influence of independent variables on dependent variables.
The document discusses different study designs used in research including observational studies like cross-sectional studies, case-control studies, and cohort studies as well as experimental studies like clinical trials. It provides details on key aspects of each design such as whether they involve an intervention, the temporal sequence of exposure and outcome measurement, and sampling approaches. Examples are given of when each particular design would be most appropriate based on factors like disease prevalence and the aim of investigating risk factors, outcomes, or the effect of an intervention over time.
This document discusses key aspects to consider when developing a research question, including ensuring the research is feasible, interesting, novel, ethical, and relevant. It outlines three main types of research questions: descriptive, comparative, and relationship-based. Descriptive questions aim to describe variables, comparative questions examine differences between groups, and relationship questions look at associations between variables. Several examples are provided for each type of research question. The document also discusses turning a research question into a testable hypothesis and references additional resources on forming high-quality research questions.
This document provides an overview of research methodology. It discusses what research is, different types of research including quantitative, qualitative, descriptive, and longitudinal research. It also outlines the research process and covers topics such as research questions, hypotheses, data collection methods, analysis, and reporting. Research is defined as a systematic and organized way to find answers to questions. It is considered a more valid basis of knowledge than alternatives like authority, tradition, or personal experiences.
This document discusses formulating the research problem in research methodology. It defines a research problem as a perceived gap between what is and what should be. The key points covered include:
- Identifying sources of research problems such as people, problems, programs, and phenomena.
- Considering factors like relevance, expertise, and ethics when selecting a research problem.
- Outlining the steps to formulate a research problem such as identifying the broad field and raising questions.
- The importance of formulating clear research objectives and operational definitions to focus the study.
This document provides guidance on selecting a research topic. It outlines an ideal research cycle and notes that the process is iterative. Key elements for developing a topic are interest, scope, time constraints, clarity, and following assignment directions. Steps to refining a topic include background reading for an overview, narrowing or adapting the topic based on available information, retrospective research for historical context, and contemporary research for current issues. A sample topic selection process demonstrates these steps by developing a topic on barriers to using mobile apps for remote disease monitoring.
1. A meta-analysis systematically combines data from multiple studies to identify patterns among study results, increase statistical power, and resolve uncertainties in areas where individual studies may be too narrow.
2. Key steps include defining the question, reviewing literature and extracting data, computing effect sizes, determining average effect sizes and confidence intervals, and looking for associations that may explain variability among studies.
3. Factors like study quality and publication bias must be considered, as missing or unpublished studies could change conclusions. Meta-analyses aim to synthesize evidence from diverse studies and elucidate general patterns.
Problem (how to form good research question)metalkid132
The document discusses how to form a good research question. It outlines the importance of having a well-defined research question and lists characteristics of effective questions such as being answerable, specific, and building on previous research. The document also provides guidance on developing a research question by selecting a topic and issue and determining if a topic can be researched. It describes how to transform a research question into testable hypotheses and common mistakes to avoid such as questions being too broad, subjective, controversial, familiar, or technical.
Dr. Sarika Sawant presented on research ethics at a seminar. She discussed the definition of research ethics as regulating scientific activity to protect human participants and serve societal interests. She covered objectives like ensuring consent and oversight. Issues discussed included plagiarism, data handling, and research with humans and animals. National guidelines in India were also presented, as well as UNESCO's ethical guidelines focusing on informed consent, confidentiality, and integrity.
The document provides an overview of quantitative research methodology. It discusses key concepts including population, sampling, samples, and qualitative scales. Specifically, it defines population as any complete group with at least one characteristic in common. It explains that sampling is used to select a subset of a population for a study. The document also outlines different types of measurement scales in quantitative research including nominal, ordinal, interval, and ratio scales.
Any question that we want answered and any assumption or assertion that we want to challenge or investigate can become a research problem or a research topic for our study
This document discusses the structure and purpose of a thesis or dissertation. It begins by defining a thesis as a document submitted in support of a degree that presents original research and findings. It then outlines the typical sections of a thesis, including an introduction describing the problem and previous work, methods, results, discussion, and conclusions sections. It notes that a thesis allows students to apply their learning by working on a technical problem and documenting their process and findings. The document also compares theses to dissertations, noting dissertations are typically longer and must contribute something new to the field while theses demonstrate analytical skills and critical thinking within a topic.
This document provides an overview of qualitative research. It discusses the history and characteristics of qualitative research, including that it seeks to understand perspectives from local populations. The document outlines various qualitative methods like case studies, ethnography, and grounded theory. It also discusses issues in qualitative research such as gaining entry, selecting participants, and enhancing validity. Strategies to reduce bias like triangulation and examining outliers are presented.
The document provides guidance on selecting a research topic, including brainstorming ideas, choosing a manageable topic, defining the topic as a focused research question, and formulating a thesis statement. Some key steps are brainstorming topics based on personal interests or current events, reading background information to identify keywords, focusing the topic by limiting its scope, and researching the topic to answer the research question. The goal is to select a topic that can be thoroughly researched within the assigned parameters.
Presentation on the characteristic of scientific research 1Junesh Acharya
The document discusses scientific research. It defines research as the systematic analysis and recording of controlled observations that can lead to generalizations and theories. Scientific research has several key characteristics: it pursues truth through logical consideration, is objective and replicable, reliable and valid, rigorous, and testable/generalizable. The research process involves realizing a problem, formulating a hypothesis, designing a study, collecting and analyzing data, and generalizing findings. Overall, scientific research uses scientific methods and tools to systematically study and explain variables in an objective, replicable manner.
This document discusses research design. It defines research design as the planned sequence of the entire research process, including the framework of methods chosen. A good research design includes accurate purpose and methodology statements, appropriate settings and techniques for data collection and analysis, and consideration of timeline and measurements. Key aspects of research design include type of data needed, participants, variables or research questions, and data analysis methods. Choosing a research design requires considering priorities, practicalities, and the type of primary or secondary, qualitative or quantitative data required, as well as how that data will be collected and analyzed.
Hypothesis types, formulation, and testingAneesa Ch
This document defines and describes different types of hypotheses used in quantitative research. It begins by defining a hypothesis as a prediction about the relationship between variables. There are two main types of hypotheses: the null hypothesis, which predicts no relationship, and the alternative hypothesis, which predicts a relationship. The alternative can be directional, specifying an expected direction of the relationship, or non-directional. For a hypothesis to be testable and useful for experimentation, it must be possible to prove it true or false and the results must be reproducible. The process of hypothesis testing involves stating the hypotheses, developing a test plan, analyzing data according to the plan, and rejecting or supporting the null hypothesis based on results.
Developing a Systematic Review Topic and Research Question - Dr Buna BhandariACSRM
The document provides guidance on developing research questions for systematic reviews. It discusses identifying gaps in existing literature, generating topic ideas, and developing focused questions using frameworks like PICO. Key points include:
- Systematic reviews aim to summarize all evidence on a research question in a transparent, replicable manner.
- Developing a clear, answerable research question is the foundation for any systematic review.
- Potential topics can come from reviewing literature, expertise, or consulting experts. Gaps in existing knowledge should be identified.
- Questions should be feasible, interesting, novel, ethical, and relevant. Frameworks like PICO can help formulate focused questions.
This document provides guidance on developing a research protocol as a resident. It discusses identifying a research problem, formulating a hypothesis and research question, reviewing study designs, developing methodology, and addressing ethical considerations. Key elements of a protocol include the research question, study design, population, sample size calculations, data collection methods, management and analysis plans, and discussing strengths/limitations. The protocol establishes the framework and justification for a research study.
A 45-year-old male presents with
progressive difficulty in walking for the past 6
months. On examination, he has weakness of
both lower limbs, increased tone and brisk
reflexes. The most likely diagnosis is:
a) Guillain-Barré syndrome
b) Amyotrophic lateral sclerosis
c) Multiple sclerosis
d) Spinal muscular atrophy
Key: b
Multiple completion type
Stem is an incomplete statement with more
than one blank
Examinee has to select the appropriate
choice to complete the statement
Directions: Each question has four alternatives.
Select the most appropriate answer to complete
the statement
Developing a Systematic Review Eligibility Criteria - Leonard UzairueACSRM
This document discusses study eligibility criteria for systematic reviews. It explains that eligibility criteria define the studies included in a review to ensure relevance, reliability, and validity while minimizing bias. Examples of criteria include population, intervention, country, study design, and population size. Criteria can be broad or narrow depending on the research question. The goals are to obtain adequate information while avoiding irrelevant literature. Bias can result from inappropriate criteria. Eligibility criteria should be tied to key elements like PICOTS and set before reviewing studies. Observational studies and non-English reports may provide additional relevant information.
HS450 Unit 9 Assignment Strategic Training of Healthca.docxwellesleyterresa
HS450 Unit 9 Assignment
Strategic Training of Healthcare Workforce on Policies, Procedures, and
Regulation
Course Outcomes
● HS450-6: Construct organizational training strategies that resolve emerging
issues in a healthcare environment.
● GEL-1.2: Demonstrate college-level communication through the composition of original
materials in Standard American English.
Unit Outcomes
● Differentiate between the concepts of strategy and strategic management.
● Apply analyses of internal and external environments to strategic planning.
● Describe a business model and its component parts.
● Understand the purposes of strategic alliances.
● Describe the relationships among alliance motivation, structure, and outcomes.
Instructions
You are a healthcare executive for a large hospital, serving as the Director of Health in formation.
There are serious concerns regarding the competence of your healthcare staff. To address these
concerns, you will develop an action plan. Please complete each part of your action plan as
indicated below.
Part
Competency
Assessed
Instruction
s
1
Determine policies
and procedures to
monitor abuse or
fraudulent trends
Evaluate at least three (3) types of abuse or fraud that may occur
within a health information management department. Determine at
least three (3) organizational policies and procedures that monitor
such activities and critique the effectiveness of each
policy/procedures.
2
Create and
implement staff
orientation and
training programs
Based upon the identified trends of abuse or fraud, develop a
staff orientation and training program for medical billing and
coding employees. Design an outline of the program —
constructing the learning activities involved. Your plan should
indicate a leadership approach that you would use in the
implementation of the program.
3
Evaluate initial and
on- going training
programs
Develop a plan to evaluate the training program at "time of launch"
and then at periodic times over the next 2 years. Appraise the
effectiveness of our training program evaluation plan.
4
Facilitate the use of
enterprise-wide
information assets to
support organizational
strategies and
objectives
Analyze the enterprise-wide information assets that you need to
support organizational strategies and objectives. Differentiate at
least three (3) assets and their role with ensuring quality
healthcare. Please include the relationship of the asset to
information management planning, enterprise information
management, and/or master data/information management.
Assignment Requirements
● Please complete all parts in a Microsoft Word document.
● The body of your document should be at least 1500 words in length. A title page and a
reference page should also be included but do not apply to the length requirement.
● Quoting should be less than 10% of the ent ...
Unpacking Nutrition Research and being an effective Science CommunicatorTim Crowe
Understand what can make nutrition research confusing in the conclusions it reaches and appreciate the key questions to ask when critiquing a research study. Then discover the principles of clear and effective science communication and how to maintain credibility and engage people in different ways on social media,
This document provides an introduction to research methodology. It defines research as a systematic process of investigating questions in a rigorous, empirical and unbiased manner. The goal of research is to increase understanding and solve problems. It discusses different types of research such as descriptive, correlational, explanatory and exploratory research. Research can be applied to improve professional practice and services. Both qualitative and quantitative approaches have merits, and a combination may be best. Overall, research requires a structured, evidence-based inquiry to answer questions in a valid and verifiable way.
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Day 1 Introduction to Clinical Research.pdfAmritBaral5
The document provides an introduction to clinical research, outlining key concepts such as developing a research question and objectives, understanding the anatomy and physiology of research, and components of a generic research outline including subjects, variables, and statistical analysis. It emphasizes developing a research question that is feasible, interesting, novel, ethical, and relevant, and outlines how to write objectives for a research study that are specific, measurable, achievable, realistic, and time-bound. The document also discusses developing a research question and study plan at an early stage for feedback and refinement.
This document provides guidance on writing reports, including outlining the typical structure and sections of a report, how to organize content, and critical writing techniques. Key sections discussed include the introduction, literature review, discussion/findings, conclusion, and recommendations. Guidance is provided on writing summaries, using headings and numbering, incorporating evidence and examples, and the differences between reports and essays. Overall, the document offers a comprehensive overview of best practices for writing structured, well-organized reports.
The document provides guidance on writing an extended essay (EE) for the International Baccalaureate (IB) diploma program. It discusses what an EE is and is not, the available subjects, choosing a topic and research question, the research and writing process, criteria for assessment, and deadlines. Key points include that an EE is an independent research paper between 3000-4000 words supervised by a teacher, it must show analysis and critical thinking rather than just reporting information, and has strict guidelines and criteria for structure, citations, and argument that must be followed. The document aims to help students understand the requirements and successfully complete an EE.
The document provides guidelines for critically appraising a research study. For a qualitative study, it outlines examining the background, methodology, results, and ethical considerations. This includes understanding the clinical problem, research questions, appropriate methods, findings, and privacy protections. For a quantitative study, it also includes evaluating the variables, data collection, analysis, validity, limitations, and implications for nursing practice. The purpose is to comprehensively assess how the study was conducted and whether the results have value for nursing.
The document provides guidelines for critically appraising a research study. For a qualitative study, it outlines examining the background, methodology, results, and ethical considerations. This includes understanding the clinical problem, research questions, appropriate methods, findings, and privacy protections. For a quantitative study, it also includes evaluating the variables, data collection, analysis, validity, limitations, and implications for nursing practice. The purpose is to comprehensively assess how the study was conducted and whether the results have value for nursing.
This document discusses the key aspects of designing an effective questionnaire. It defines a questionnaire as a set of questions used to collect data from respondents. Good questionnaires are short, use clear wording and objective questions. Questions should range from simple to complex and avoid sensitive topics. There are open-ended and closed-ended questions. Reliability and validity are important, meaning a questionnaire should consistently measure what it intends to measure. Proper construction involves determining information needs, type of questionnaire, drafting, revising, pretesting and specifying procedures. Ordering questions from general to specific is important.
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docxtemplestewart19
For this assignment you willwrite a paper using TOPIC 1: QUANTITATIVERESEARCH &TOPIC 2:QUALITATIVE RESEARCH. Do not worry about the word count as this is not part of the grading criteria for this assignment. Below is a template of how the paper should be setup. This paper will be in APA format. In the template below I am providing a sample of the headers that should be used in APA format to organize your paper. I would highly recommend using them in your paper.
The introduction should introduce the paper. The intro would also include your thesis statement. The thesis tells the reader what will be discussed in the rest of the paper. This section should be in first paragraphs.
PICOT Statement
Revise the PICOT statement you wrote - PICOT Statements: (1). Changes in leisure time physical activity preference and development of hypertension were significantly correlated, especially among urban Chinese. Hypertension prevention programs may identify the groups at elevated risk by examining levels and changes of LTPA preferences. (2). Hypertension is a major health concern that leads to many complications besides the heart attack, heart failure and other related issues. Therefore, this study will help in studying the Systolic Blood Pressure Intervention Trial (SPRINT) so as to arrive at the solutions. The study will aim at answering the question, how to treat to lower systolic blood pressure. (3). There are several reasons that contributed to non-adherence to treatment in hypertensive patients. Diversity of these reasons is an indication that design and implementation of different kinds of interventions are required in order to increase the patients' awareness, empower them and encourage self-efficacy.” Based on these provide justification of the problem and supporting evidence from multiple resources to justify why this is a problem. This section should be 1-2 paragraphs.
Research Critiques
Use the research critiques to complete this assignment that has both qualitative and quantitative.
Qualitative Studies
Background of the study. Answer the following questions in narrative form regarding the qualitative studies in this section.
· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
.
This document discusses key aspects of research, including definitions, purposes, steps, and questions. Research is defined as a systematic, objective process of inquiry consisting of identifying a question, collecting data, and analyzing the data. The main purposes of research are to solve problems, verify theories, gain new insights, and prove or disprove ideas. The typical steps in research are identifying a problem, reviewing literature, specifying a purpose, collecting and analyzing data, and reporting results. A research question guides the research by directing efforts to collect and evaluate sources. Good research questions are specific, clear, refer to the problem, and note the target participant group.
Similar to Research Question and Study Design (20)
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Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
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TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
3. Research question is like a mission
statement. It determines many
actions that follow like the design,
the subjects, the indicator to be
measured and even the statistical or
qualitative analysis to be used.
Definition of Research Question
10. Characteristics of a good RQ
● Clear and focused. In other words, the question should clearly state what the
researcher needs to do.
● Not too broad and not too narrow. The question should have an
appropriate scope. If the question is too broad it will not be possible to answer it
thoroughly within the word limit. If it is too narrow you will not have enough to
write about and you will struggle to develop a strong argument (see the activity
below for examples).
● Not too easy to answer. For example, the question should require more than
a simple yes or no answer.
● Not too difficult to answer. You must be able to answer the question
thoroughly within the given timeframe and word limit.
● Researchable. You must have access to a suitable amount of quality research
materials, such as academic books and refereed journal articles.
● Analytical rather than descriptive. In other words, your research question
should allow you to produce an analysis of an issue or problem rather than a
simple description of it (more on this below).
11. Consider the following when
developing a research question
Is it an open-ended question?
Is it appropriate in scope? Focused and narrow enough
Does it suggest factors that can be measured?
Is it relevant to my audience?
Is answering the question manageable?
Is the topic of interest to me?
12. Description of a Random Controlled Trial
● CONSORT 2010 : guideline intended to improve the
reporting of randomized controlled trials.
● SPIRIT 2013 : evidence based recommendations for the
minimum content of a controlled trial.
● TIDieR 2014 checklist: template for intervention description
and replication.
14. Activity I
Narrowing down your topic
● Create three columns on a piece of paper, in a word document, or
in a spreadsheet.
● Select a broad topic for an upcoming assignment or choose a topic
that you are interested in.
● In the first column write down the items contained in the first
column below. Add any other items that may be relevant to your
topic.
● In the second column write down potential sub-topics and other
limitations.
● In the third column write the potential value of what you have
written in the second column. What would that sub-topic or other
limitation allow you to prove or demonstrate?
● Circle or highlight the items in column two that have the strongest
potential value.
15. Activity I
Narrowing down your topic
● Create three columns on a piece of paper, in a word document, or
in a spreadsheet.
● Select a broad topic for an upcoming assignment or choose a topic
that you are interested in.
● In the first column write down the items contained in the first
column below. Add any other items that may be relevant to your
topic.
● In the second column write down potential sub-topics and other
limitations.
● In the third column write the potential value of what you have
written in the second column. What would that sub-topic or other
limitation allow you to prove or demonstrate?
● Circle or highlight the items in column two that have the strongest
potential value.
16. Breast Cancer Early Detection
Self Examination
Mammogram
Surgical Resection
Early Treatment
Better outcome
Prevent metastasis
Prevent mortality
Breast Cancer
Etiology
Genetic
Iatrogenic
Environmental
Prevention of BC
Genetic Engineering
Prevalence <5%
17. Activity II
Fine Tuning RQ
● What are the effects of using social media
in the online classroom?
● How does “Telegram” impact
synchronized online learning in UG
medical students ?
18. Activity II
Fine Tuning RQ
● ‘Is starting aspirin at 12 weeks of gestation
in women at risk of pre-eclampsia a useful
treatment?’
● Does starting aspirin in women at risk of
pre-eclampsia at 12 weeks of gestation
reduce the risk of preterm delivery when
compared with usual care?’
23. Descriptive Research Question
A question for a study that aims to describe something
Examples:
• How many calories do Saudis consumer per day?
• What are the important factors that determine admission to
medical schools in the Kingdom?
• What proportion of Saudi students get accepted in top
American and Canadian universities?
24. Comparative Research Question
Comparative RQ focusses on comparison of the dependent variable
between two or more groups
Examples:
• What is the difference in average BMI between Saudi men and
women ?
• What is the difference perception of the Educational Environement
between traditional and PBL students?
• Which is more reliable in assessment of second year medical
students, multiple choice or extended matching items?
25. Causative Research Question
Describes a study that tries to find if one variable causes another
Example:
• What is the relationship between Educational Environement
measurement and educational strategy?
• What is the relationship between gender and BMI in Saudi Arabia?
• What is the relationship between contraceptive pill use and breast
cancer?
26. Examples
● Does medication help
alleviate attention deficit
hyperactivity disorder
(ADHD) symptoms? And
do kids need more exercise?
27. ● How effective are the
various types of medication
in treating elementary
students with ADHD?
29. ● How does aspartame affect
post-menopausal women
who suffer from migraines?
30. Summary
● PICOS
● Formulating a RQ: Broad idea, general RQ, refine RQ, final
tune RQ.
● Types of RQs: Descriptive, comparative, and analytic.
● Common mistakes: Too broad, indicator is not measurable,
outcome is vague, study design does not match.
● Tips:
Ø READ
Ø READ
Ø READ
31. References
● Lane S. A good study starts with a clearly defined question:
Research question 1 of 2: how to pose a good research
question. BJOG : an international journal of obstetrics and
gynaecology. 2018;125(9):1057-
● Sandberg J, Alvesson M. Ways of constructing research
questions: gap-spotting or problematization? Organization
(London, England). 2011;18(1):23-44.
● Lane S. The best evidence comes from the right study design,
not just randomised trials: Research question 2 of 2: the
importance of research design. BJOG : an international
journal of obstetrics and gynaecology. 2018;125(12):1504-.
32. References
● Hoffmann, T.C., Glasziou, P.P., Boutron, I., Milne, R., Perera,
R., Moher, D., Altman, D.G., Barbour, V., Macdonald, H.,
Johnston, M., Lamb, S.E., Dixon-Woods, M., McCulloch, P.,
Wyatt, J.C., Chan, A. & Michie, S. 2014, "Better reporting of
interventions: template for intervention description and
replication (TIDieR) checklist and guide", BMJ: British
Medical Journal, vol. 348, no. mar07 3, pp. g1687-g1687.
● Kamper, S.J. 2018, "Asking a Question: Linking Evidence
With Practice", The journal of orthopaedic and sports
physical therapy, vol. 48, no. 7, pp. 596-597.
● Lane, S. 2018, "A good study starts with a clearly defined
question: Research question 1 of 2: how to pose a good
research question", BJOG : an international journal of
obstetrics and gynaecology, vol. 125, no. 9, pp. 1057-1057.
35. Objectives
● Research definition
● Research purpose
● How to do research?
● General types of research
● Qualitative vs quantitative design
● Observational vs experimental design
● Types and hierarchy of quantitative design
● Importance of design
● Design report
● Observational study design
36. What is Research?
Research is any original and systematic
investigation undertaken in order to increase
knowledge, understanding, to establish facts
and principles. It comprises the creation of
ideas and generation of knowledge that lead to
new and substantial improved insights and/or
the development of new materials, devices,
products and processes.
37. Purpose of Research
● Finding answers to questions or solutions to problems
● Discovering new facts
● Testing theories to revise accepted theories or laws in
light of new facts
● Planning and National development
38.
39.
40. How to do Research
● Research is all about addressing an issue or answering a
question or solving a problem
● Identify an issue, question, or problem.
●Talk with people who want or need your study.
● Find out what's already known about it.
●Talk with experts and/or read their reviews and the
original research on the topic.
● Plan, cost, and do your study accordingly.
● Write it up and submit it for assessment.
● Submit it for publication.
41.
42.
43. Types of Research
● Fundamental vs Applied
● Descriptive vs Analytical
● Quantitative vs Qualitative
● Conceptual vs Empirical
44. Fundamental and Applied research
● Fundamental or basic research seeks new knowledge about a
certain process . For example “ How does a panic attach
occur”? Or “How is long memory stored in the brain?”
● Applied research seeks solutions to an existing problem. For
example “What is the best management of a panic disorder”?
Or “ What encourages long term memory and retention”?
45. Descriptive vs Analytic
● Descriptive research classifies, describes, compares, and
measures data. For example “ How students perceive their
educational environment”? Or “ How do parents of autistic
children face the disability”? Or “ How do breast cancer
patients feel about their disease”?
● analytical research focuses on cause and effect. For example:
“ Why do parents of autistic children divorce”? “What are the
reasons behind low evaluation of students of their teachers”? Or
“ Why do breast cancer patients have insomnia”?
46. Quantitative vs Qualitative
● Quantitative research measures numbers of a certain
phenomenon. For example, “To what extent are students
satisfied with their educational environment”? Or “ What is
the recovery rate of breast cancer patients”?
● Qualitative research describes the phenomenon. For example,
“ What are the best and worst experiences students had
during their medical school”? Or “ How do breast cancer
patients perceive family members reaction to their illness”?
47. Conceptual vs Empirical
● Conceptual research involves abstract ideas and concepts and
the researcher uses the literature to explain a particular
phenomenon and is the basis of philosophical research. For
example, “ How do initial expectations of researcher
influence study results”?
● Empirical research involves research based on observation,
experiments and verifiable evidence. The conclusions of this
research are based on concrete evidence and observations.
For example, “ To what extent does taking iron supplements
prevent pregnancy anemia”?
55. Descriptive Studies
Descriptive research is an observational / non – experimental
research design which is designed to discover new meanings and
to provide new knowledge where there is very little known about
the phenomena of interest.
It is designed to gather descriptive information and provides
information for formulating more sophisticated studies.
Description and explanation are its two aims.
Descriptive research aims at identifying the various
characteristics of a community or problem under study but it does
not deal with testing of hypothesis, in fact it leads to hypothesis
testing by exploring the problem.
56. Observational Research Designs
● Descriptive Design
● Case Study
● Case Series
● Cross – Sectional Designs
● Descriptive Cross – Sectional
● Analytical Cross – Sectional
● Correlational Design or Ecological Design
● Retrospective Design (Case – Control Study)
● Prospective Design (Cohort Study)
57. Case Study
A case study (case report) is a method of
descriptive research that documents a
practitioner’s experiences, thoughts, or
observations related to the care of a single client.
Case Series
A case series combines the observations from a
group of similar clients
58. Case Studies Usually Feature
● New disease or condition
● Rare or sparsely reported condition
● Unusual presentation of a common disease
● Impact of one disease process on another
● Unexpected event in the course of observing or
treating a patient
● Impact of a treatment regime of one condition on
another condition
● Unexpected complication of treatment or
procedure
● New and unique treatment
59.
60. Cross-sectional studies
● Cross-Sectional Studies measure existing disease and
current exposure levels.
● They provide some indication of the relationship
between the disease and exposure or non-exposure.
● Sample at one point in time
● Mostly prevalence studies
61.
62. Case-control studies
● Case-Control Studies identify existing disease/s and
look back in previous years to identify previous
exposures to causal factors.
● Cases are those who have a disease.
● Controls are those without a disease.
71. Advantages
● Good design for hypothesis generation
● Can estimate overall and specific disease prevalence
and sometimes rates
● Can estimate exposure proportions in the population
● Can study multiple exposures
● Relatively easy, quick and inexpensive
● No issue of subjecting any animals or producers to
particular treatments
● Often good first step for new study issue
72. Disadvantages
● Impractical for rare diseases
● Not a useful type of study for establishing causal
relationships
● Confounding is difficult to control
● Recall of previous exposure may be faulty
74. The Past The Present
Exposure
present
Exposure
present
Sample
of cases
Population
with disease
(cases)
Sample
of controls
Much larger
population
without
disease
(controls)
No
Outcome
Outcome
Exposure
absent
Exposure
absent
Case-Control Design
75.
76. Example of a Case-Control Study
Oral Contraceptive use and breast Cancer?
77. Example of Case-Control Design: OC
Use and Breast Cancer
The Past or Present The Present
OC Use
OC Use
Sample
of cases
Population
with disease
(cases)
Sample
of controls
Much larger
population
without
disease
(controls)
No
Breast
Cancer
Breast
Cancer
OC Use
absent
OC Use
absent
78. Example of a Case-Control Study
CAD is less likely to those who consume garlic?
79. Case-Control Study
Patients with CAD
Patients w/o CAD
Present
Past
High Garlic Diet
High Garlic Diet
Low Garlic Diet
Low Garlic Diet
Cases
Controls
80. Case-Control Studies: Strengths
● Good for rare outcomes:
● Since the study begins with subjects who already have the outcome, it is
easier to accumulate enough subjects for significant results.
● Can examine many exposures
● Useful to generate hypothesis
● Fast
● Cheap
● Provides Odds Ratio
81. Case / Control Studies
Disadvantages
● Data Quality
● Data with inadequate detail, questionable reliability, or
use a different standard to judge disease severity.
● Recall bias
● Subjects who have unpleasant experiences may recall
past differently than control subjects.
● Cannot calculate prevalence or incidence and relative risk.
● Can only study one outcome
● Subject to confounding factors.
82. Correlational Research
Operational Definition:
A statistical analysis of covariant data to determine
a relationship. Researcher makes no attempt to
manipulate an independent variable.
Purpose:
This research technique is used to relate two or
more variables and allow predictions of
outcomes based on causative relationships
between the variables
83. Correlation and Significance
● Is there a relationship between two variables?
● What is the direction of the relationship?
● What is the magnitude?
● Pearson’s product moment coefficient correlation: -1.0
to +1.0
84. Correlation and Significance
A correlation refers to an association or a relationship between
two entities. A correlational research studies how one entity
impacts the other and what are the changes that are observed
when either one of them changes. This research method is
carried out to understand naturally occurring relationships
between variables.
85. The Process
● Participant and instrument selection
● Minimum of 30 subjects
● Instruments must be valid and reliable
● Higher validity and reliability requires smaller samples
● Lower validity and reliability requires larger samples
● Design and procedures
● Collect data on two or more variables for each subject
● Data analysis
● Compute the appropriate correlation coefficient
86. Research by Correlation
Figure 4.1 These three graphs represent hypothetical correlations between age and sleep problems.
87.
88. Levels of correlation coefficient:
● 0.00 to 0.20 Negligible
● 0.20 to 0.40 Low
● 0.40 to 0.60 Moderate
● 0.60 to 0.80 Substantial
● 0.80 to 1.00 High to very high
89. Cohort Study
● Begin with disease-free patients
● Classify patients as exposed/unexposed
● Record outcomes in both groups
● Compare outcomes using relative risk
96. The Future
Death
Death
No Death
No Death
Example of a Prospective Cohort Design:
Treatment of Severe Malaria in Children
The Present
Sample
PTX present
PTX absent
Population
97.
98. General consideration while selection of cohorts
● Both the cohorts are free of the disease.
● Both the groups should equally susceptible to
disease
● Both the groups should be comparable
● Diagnostic and eligibility criteria for the disease
should be defined well in advance.
99. Example of a Cohort Study
To observe the effects of garlic use on CAD mortality in
a population?
101. Cohort studies
Strengths
● We can find out incidence rate
● More than one disease related to single exposure
● can establish cause - effect
● good when exposure is rare
● Eliminates recall bias
● minimizes selection and information bias
● Can calculate relative risk
102. Cohort Study: Weaknesses
● Expensive
● Time consuming
● Lost to follow-up
● Cannot study rare outcomes
● Confounding variables
● often requires large sample
● ineffective for rare diseases
103. What are RCTs?
● “A study where people are allocated randomly to
receiving a particular intervention or not (this
could be two different treatments or one
treatment and a placebo). This is the best type of
study design to determine whether a treatment
is effective.”
www.nhs.uk/news/Pages/Newsglossary.aspx
106. Participants
Intervention Group (IG)
& Comparison Group (CG)
Outcome
I
G
CG
+ -
+
- D
C
B
A
Recruitment
VALIDITY
Maintenance
comparable groups?
treated equally?
compliant?
Measurements
blind
subjective? OR
objective?
QUESTION:
Allocation
concealment?
108. www.cebm.net
Appraisal checklist - RAMMbo
Internal validity – minimising biases
Recruitment
• Who did the subjects represent?
Allocation
• Was the assignment to treatments randomised?
• Were the groups similar at the trial’s start?
Maintenance
• Were the groups treated equally?
• Were outcomes ascertained & analysed for most patients?
Measurements
• Were patients and clinicians “blinded” to treatment? OR
• Were measurements objective & standardised?
Study statistics (p-values & confidence intervals)
Guyatt. JAMA, 1993
110. www.cebm.net
Effects of non-equal treatment
Apart from actual intervention - groups should
receive identical care!
Trial of Vitamin E in pre-term infants (1948)
Vitamin E "prevented" retrolental fibroplasia
(By removal from 100% Oxygen to give the
frequent doses of Vitamin E!)
Rx: Give placebo in an identical regime, and a standard protocol
111. www.cebm.net
Intention-to-Treat Principle
Maintaining the randomization
Principle:
Once a patient is randomized, s/he should be
analyzed in the group randomized to - even if they
discontinue, never receive treatment, or crossover.
Exception: If patient is found on BLIND reassessment to
be ineligible based on pre-randomization criteria.
112. www.cebm.net
Measurement Bias
• Blinding – Who?
• Participants?
• Investigators?
• Outcome assessors?
• Analysts?
• Most important to use "blinded" outcome assessors
when outcome is not objective!
• Papers should report WHO was blinded and HOW it
was done
Schulz and Grimes. Lancet, 2002
113. www.cebm.net
Assessing the role of chance
• P-values (Hypothesis Testing)
• use statistical test to examine the ‘null’ hypothesis
• associated with “p values” - if p<0.05 then result is statistically
significant
• Confidence Intervals (Estimation)
• estimates a range of values that is likely to include the true
value
114. Clinical Question
In people who take long-haul flights
does wearing graduated compression
stockings prevent DVT?
Page 71 and 95 in your books
117. Summary
● Choose the best study design that matches the RQ
● Adhere to internal and external validity issues
● Cohort studies and RCT give the best evidence but are the
most time and money consuming
● Common mistakes: Conclude cause and effect
in a correlational study design.
● Tips:
Ø Weight strength of evidence with feasibility and time
Ø Teamwork
Ø Peer revision